Job Description Location: Melbourne | Southern Metropolitan Job type: Full time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1441271 Location Profile Glen Eira College is a dynamic, co-educational school offering a traditional, academic approach with firm discipline in a supportive environment and a rich and varied extra-curricular program. Vision and Values Our students are empowered with a desire to learn and grow as individuals, and to become connected local and global community members who respect the rights of all ¿ Learn, Grow, Connect Mission Statement Our community believes passionately in state education and education as a human right. Our objectives in achieving our vision are; providing a challenging academic curriculum learning and connections beyond the classroom celebrating our learning endeavours teaching and encouraging critical and reflective thinking encouraging independent and creative thinking fostering a sense of belonging developing diverse and positive relationships promoting a sustainable future developing agile, self-confident and resilient learners Values Statement Growth and striving ¿ we grow and aspire to learn by innovating and collaborating together Equity and integrity ¿ we all have access to a broad range of opportunities that are inclusive of our diverse community. Care and respect ¿ we care for each other, we act respectfully and support each other in doing our best The college runs a highly successful Select Entry Accelerated Learning program: SEAL. This program allows talented students to work a year in advance of their peers in the core subjects of English, Maths, Humanities and Science. Feedback from parents, students and staff has been consistently positive. Our strong EAL and International Student Program also reflect our international focus. The College has recently completely a 10.1 million dollar school refurbishment which included a new netball size gymnasium and sports complex, 5 new science rooms, 2 new food technology rooms, refurbished arts wing and new VCE and wellbeing centres. We also have a 260 seat Performing Arts Centre. We have recently been granted additional funding to accommodate a further 250 students taking our capacity to 1200 students. The college has 63.0 EFT teachers, 3 Principal class, and 21.4 Education Support staff. The college's leadership team, with the support of our college council and parents, will continue to strive for excellence throughout the school. Language Learning at Glen Eira College We have a strong focus on high quality language learning. Students can choose from French (3 streams), Japanese (2 streams) and Hebrew. French: French 1st Language (We are accredited by the French Government to deliver the CNED program) French Immersion - Students study 3 lessons a week of French Language and 3 lessons a week of Humanities and 2 of Drama in French language using Immersion methodology Mainstream French Japanese: Japanese Immersion - Students study 3 lessons a week of Japanese Language and 4 lessons a week of Science in Japanese language using Immersion methodology Mainstream Japanese Student Success We emphasize student success through provision of a comprehensive curriculum and a broad range of year 10 to 12 subjects. Challenging extra-curricular programs, together with opportunities for personal development and leadership training, cater for a variety of individual needs and enable students to develop social and intellectual strengths. University enhancement programs, acceleration and access to extension studies ensure specialist student talents are enriched and nurtured in an environment of encouragement, motivation and celebration. A tradition of excellent VCE results ensures all our graduates progress to the university and TAFE courses of their choice. School Improvement Focus Glen Eira College has been on a strategic improvement journey and has achieved significant growth of student numbers and improved educational outcomes. We were recently recognised with The Age¿s `Schools that Excel¿ Award for our outstanding results. Glen Eira College has become the community¿s school of choice. We are determined to continue this improvement as our focus becomes delivery of challenging holistic educational programs that meet the needs of our students. Glen Eira College is committed to ongoing school improvement and welcomes highly capable professionals keen to be part of our growth as the school of choice in Caulfield. For further information about us, please refer to the College Website www.gec.vic.edu.au Selection Criteria SC1: Capacity to plan and provide high quality tertiary and pathways advice to students and families at a cohort, class and individual level. SC2: Demonstrated highly-developed organisational, communication (verbal, written and IT skills) and interpersonal skills, including the ability to work cohesively in a team environment and demonstrated experience in working with young people. SC3: Capacity to build positive working relationships with a wide range of stakeholders including: students and their families school staff work experience providers tertiary providers; and other relevant agencies and organisations. SC4: Demonstrated knowledge or administering VETis, work experience and vocational assessment programs, including relevant software packages. SC5: Demonstrated capacity to show initiative, contribute to a positive school culture and live by organisational values. Role Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs. Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management. The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations. This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management. An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher. Responsibilities Working in collaboration with the Student Management Team and the Teaching and Learning Committee, the Pathways Coordinator will assume responsibility for all areas of student career planning, work education, work experience and MIPs implementation to ensure that needs of the student population are met. DUTIES INCLUDE:Implement the Work Experience/Work Education Program in accordance with the Work Experience ActLiaise with classroom teachers in delivery of Career Education programs in the curriculumEnsure all students participate in planned career development programs and activities informed by the Victorian Careers Curriculum Framework that supports all young people to gain the skills, knowledge, behaviors and capabilities to manage their careers throughout their life Follow DE protocols in the collection of On Track Data and destinations post Year 12. Ensure all students in Years 10 ¿ 12 have a Career Action Plan (MIP) reviewed at least annually as a minimum, or more often as required by the young person, which is explicitly linked to any other plan relating to the young person (i.e. Individual Learning Plan, Koorie Education Learning Plan etc.);Ensure all MIPs information is accurately recorded on XUNOMaintain regular communication with students and parents via notice boards, XUNO and newsletter articlesWith the Sub school leader, ensure all school leavers, years 10 ¿ 12, have an exit interview and that exit destination data is accurately recordedProvide careers counselling and assistance to individual students and parents including advice regarding VET, Pathways and the VCE VMOversee enrolment of students in VET and other PathwaysOrganise student appointments with the Youth Connect counsellors or other outside agenciesMaintain active membership of relevant LLENs and local careers groupsFoster relationships and understanding of school-industry links in the curriculum with local employers, local government, unions and community groups including service organisationsEnsure relevant information regarding VET enrolment, attendance, assessment and reporting is provided to Sub School Leader and Year Level CoordinatorsProvide regular and accurate VTAC information to the Senior School Leader, Assistant Principal and PrincipalManage the tertiary application process for senior studentsOrganise student attendance at Tertiary Information Sessions and Open DaysEstablish and maintain an up to date library of resources appropriate to careers and work education. Manage the relevant budget and resources associated with the Careers/MIPs and VET programs Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Other Information The College requests that each applicant include the following: A specific response to the selection criteria A copy of transcript of qualifications (can be brought to interview if shortlisted). VIT registration number A summary of experience Three referees who are able to make relevant comments regarding the application in relation to the key selection criteria. Please provide telephone numbers (mobile and work if applicable) and email addresses of your referees. Referees other than those nominated may be contacted. Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx